Academic Development

The self-access learning center (SALC) at KUIS has been offering courses designed to help learners understand how to manage their self-directed learning for some time. Throughout this time, we have been investigating the degree to which elements of the courses are effective for improving awareness of self-directed learning using various research approaches. In the coming years, we would like to expand our research to understand more about how/whether autonomous learning contributes to language proficiency and awareness of the learning process. If you are interested in joining one of our current projects, or proposing a related project, please get in touch. ​

Publications related to autonomy and academic development

Arnott, C., Curry, N., Lyon, P., & Mynard, J. (2019). Measuring the effectiveness of time management training in EFL classes: Phase 1 of a mixed methods study. Relay Journal, 2(1), 86-101.

Barr, A., & Lyon, P. (2017). How to support students in selecting graded readers. Studies in Self-Access Learning Journal, 8(3), 247-254. Retrieved from

Carson, L. (2012). Developing a deeper understanding of learning processing during unguided complex learning tasks: Implications for language advising. Studies in Self-Access Learning Journal, 3(1), 6-23. Retrieved from

Curry, N. (2019). A new direction: Developing a curriculum for self-directed learning skills. Relay Journal, 2(1), 75-85.

Curry, N., Mynard, J., Noguchi, J., & Watkins, S. (2017). Evaluating a self-directed language learning course in a Japanese university. International Journal of Self-Directed Learning, 14(1), 37-57. Retrieved from

Hasegawa, Y., & Thornton, K. (2014). Examining the perspectives of students on a self-directed learning module. In J. Mynard & C. Ludwig (Eds.), Autonomy in language learning: Tools, tasks and environments. Faversham, UK: IATEFL.

Lammons, E. (2013). Principles: Establishing the foundation for a self-access curriculum. Studies in Self-Access Learning Journal, 4(4), 353-366. Retrieved from

Lammons, E. (2013). Encouraging student evaluation of language learning resources. IATEFL 2012 Glasgow Conference Selections, pp. 51-53.

Lammons, E. (2014). Ongoing development: Pathways and challenges. Studies in Self-Access Learning Journal, 5(2), 173-177. Retrieved from

McCarthy, T. (2010). Integrating Project-based learning into a traditional skills-based curriculum to foster learner autonomy: an action research. The Journal of Kanda University of International Studies, 22, 221 – 244.

McCarthy, T. M. (2011). Developing a classroom-based self-access learning course: A course evaluation. ELTWO Journal, volume 3. Retrieved from

Moore, P. J., Mynard, J., Wongsarnpigoon, I., & Yamamoto, K. (2019). Autonomy and interdependence in a self-directed learning course. Relay Journal, 2(1), 218-227.

Morrison, B. R. (2011). The bespoke syllabus, objective setting and WIN analyses. Independence IATEFL Learner Autonomy SIG Newsletter 52, 16-18.

Morrison, B. R. (2011). On Self-directed learning modules for independent learning: IELTS exam preparation. Studies in Self-Access Learning Journal 2(2), 51-67. Retrieved from

Morrison, B. R. (2013). Learning behaviors: Subtle barriers in L2 learning. In J. Schwieter (Ed.). Studies and global perspectives of second language teaching and learning, pp. 69-89. Charlotte: Information Age Publishing.

Morrison, B.R. (2013). Creating diagnostic frameworks for supporting focused, effective, self-directed learning. In T. Pattison (Ed.). IATEFL 2012 Conference Selections, pp. 47-49. Canterbury: IATEFL.

Morrison, B. R. (2014). Self-directed language learning. English Teaching Professional 92, 4-7.

Morrison, B. R., & Navarro, D. (2014). The autonomy approach. UK: Delta.

Mynard, J., Curry, N., Noguchi, J., & Watkins, S. (2017). Studying the impact of the SALC curriculum on learning. Studies in Linguistics and Language Teaching, 27, 45-58.

Mynard, J., & Stevenson, R. (2017). Promoting learner autonomy and self-directed learning: The evolution of a SALC curriculum. Studies in Self-Access Learning Journal, 8(2), 169-182. Retrieved from

Noguchi, J. (2014). Evaluating self-directed learning skills in SALC modules. Studies in Self-access Learning Journal, 5(2), 153-172. Retrieved from:

Noguchi, J., & McCarthy, T. M. (2010). Reflective self-study: Fostering learning autonomy. In A. M. Stoke (Ed.), JALT 2009 conference proceedings (pp. 160-167). Retrieved from

Shelton-Strong, S. J. (2018). Fostering the development of language learner autonomy through peer- and self-assessment. Relay Journal, 1(1), 21-46.

Takahashi, K., Mynard, J., Noguchi, J., Sakai, A., Thornton, K., & Yamaguchi, A. (2013). Needs analysis: Investigating students’ self-directed learning needs using multiple data sources. Studies in Self-Access Learning Journal, 4(3), 208-218. Retrieved from

Thornton, K. (2012). Evaluating a curriculum for self-directed learning: A systematic approach. Independence, 55, 8-11.

Thornton, K. (2013). A framework for curriculum reform: Re-designing a curriculum for self-directed learning. Studies in Self-Access Learning Journal, 4(2), 142-153. Retrieved from

Watkins, S. (2015). Enhanced awareness and its translation into action: A case study of one learner’s self-directed language learning experience. Language Learning in Higher Education, 6(2), 441-446. doi:10.1515/cercles-2015-0021

Watkins, S., Curry, N., & Mynard, J. (2014). Piloting and evaluating a redesigned self directed learning curriculum. Studies in Self-Access Learning Journal, 5(1), 58-78. Retrieved from

Werner, R. J. (2014). Investigation of students’ autonomous plans to improve speaking. In J. Mynard & C. Ludwig (Eds.), Autonomy in language learning: Tools, tasks and environments [ebook]. Faversham, UK: IATEFL.

Werner, R. J. (2017). Using transcription to improve noticing and develop effective learning plans. In T. Pattison (Ed.), IATEFL 2016 Birmingham conference selections (pp. 144-146). Faversham, UK: IATEFL.​

Werner, R. J., & Kobayashi, Y. (2015). Self-access and metacognitive awareness in young learners: How Japanese sixth graders learn how to learn English. Studies in Self-Access Learning Journal, 6(4), 399-412. Retrieved from

Yamaguchi, A. (2014). Evidence of learner autonomy in a self-directed learning course. In J. Mynard & C. Ludwig (Eds.), Autonomy in language learning: Tools, tasks and environments. Faversham, UK: IATEFL.